{"id":19528,"date":"2024-04-05T01:57:40","date_gmt":"2024-04-05T01:57:40","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/m5-4-discussion-facilitating-more-self-determined-forms-of-motivation-classmate-reply\/"},"modified":"2024-04-05T01:57:40","modified_gmt":"2024-04-05T01:57:40","slug":"m5-4-discussion-facilitating-more-self-determined-forms-of-motivation-classmate-reply","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/m5-4-discussion-facilitating-more-self-determined-forms-of-motivation-classmate-reply\/","title":{"rendered":"M5.4: Discussion: Facilitating More Self-Determined Forms of Motivation CLASSMATE REPLY"},"content":{"rendered":"
    \n
  1. You will reply to three different classmates with at least 85 words her classmate<\/li>\n
  2. You will use the references listed below each classmate<\/li>\n
  3. You will incorporate in-text citations from the references<\/li>\n
  4. This order will be 100% human written with an AI and similarity report generated<\/li>\n<\/ol>\n
    My Initial Post:<\/b><\/u><\/div>\n
    <\/div>\n
    \n

    In the interview
    \nwith Michael Phelps, he talks about why he swims and his fear of losing. This
    \nconnects with different ways people motivate themselves from the outside.
    \nSeeking outcomes or rewards, such as winning a race, is one strategy (external
    \nregulation). Another method involves experiencing internal pressure, such as
    \nguilt or shame (introjected regulation). Certain individuals may act in a way
    \nthat they believe will improve their self-esteem (identified regulation).
    \nAdditionally, some people combine external influences with their own principles
    \nand views (integrated regulation) (Deci & Ryan, 2000).<\/span><\/p>\n

    Phelps seems to be
    \nmotivated by internal pressure, feeling scared of failing and letting others
    \ndown. This means he’s more focused on avoiding negative outcomes than achieving
    \npositive ones. He is motivated by both external factors and internal factors.<\/span><\/p>\n

    As an athletic
    \ncoach, the ultimate purpose is to elevate the movement from a motivation to an
    \nintrinsic motivation level. I will attend to each type of extrinsic motivation
    \nas a coach, such as external forces that define and set the value in a
    \nparticular manner (external regulation), the addition of guilt and acceptance
    \n(introjected regulation), the aid of discernment of personal value (identified
    \nregulation), and the integration of these goals with sense of self (integrated
    \nregulation) (Reeve, 2018, p. 114)<\/a>. Inner motivation
    \nis crucial to point to autonomy, competence, and relatedness through
    \nself-determination theory. The process enables the athletes to get the
    \nopportunity for choice and self-direction autonomy, helping them feel competent
    \nin the skill development process and build a sense of relatedness with the
    \nsupport from the team members.<\/span><\/p>\n

    As a coach who
    \nconsiders extrinsic and intrinsic motivators, I have noticed that athletes
    \ngradually develop more autonomous forms of motivation and inherent motivation,
    \nprogressing towards experience-driven engagement from intrinsic rewards rather
    \nthan from the activity (Reeve, 2018, p. 124). This process creates
    \npsychological ground, enabling athletes to engage, participate, and enjoy
    \nthemselves more. Extrinsic motivations guide coaches and players towards
    \nintrinsic goals.<\/span><\/p>\n

     <\/span><\/p>\n

    Reference<\/b><\/p>\n

    Deci, E. L., & Ryan, R. M. (2000)<\/span><\/a>. The “What” and “Why” of Goal Pursuits: Human
    \nNeeds and the Self-Determination of Behavior Links to an external
    \nsite. Psychological Inquiry, 11(4), 227.<\/span><\/p>\n


    <\/span><\/p>\n

    Reeve, J. (2018).
    \nUnderstanding Motivation and Emotion (7th ed.). Wiley Global Education US. <\/span>    https:\/\/ecampus.vitalsource.com\/books\/9781119367659<\/span><\/a><\/p>\n


    <\/span><\/a><\/p>\n

    Classmate 1 Initial Post: Devin<\/span><\/a><\/b><\/u><\/p>\n

    <\/p>\n

    <\/a><\/p>\n

    Under Extrinsic motivation, there are different levels of regulatory styles. In Chapter 5 of our textbook, we read about External, Introjected, Identified and Integrated types of motivation. External is based on incentives or consequences. Introjected covers situations like avoiding guilt or boosting self-esteem. Identified involves valuing or a sense of importance. Integrated is based on value congruence. Based on the different regulatory styles, I feel that Michael Phelps was at the highest level under integrated regulation. I chose this based on his comments of how he despises losing. He held himself accountable for not pushing as hard as he could have in training during the off season. He wasn\u2019t as committed to his training which he felt led to his failure to win. He explained normally he\u2019s very relaxed and in this situation he wasn\u2019t due to his lack of training.<\/p>\n

    If I was an athletic coach in the process of creating extrinsic and intrinsic motivation from amotivation, I would communicate with my team to find their expectations. In the beginning stages of amotivation with a non-regulation style, the players of my baseball team might not see the entire picture of the game. Moving into extrinsic motivation with external regulation, I would set goals. This would be important to implement a sense of progress and provide direction. From external, we move to introjected. In this stage I would be more communicative about their efforts. I would encourage them and enable a sense of achievement. Moving to Introjected, I would begin sorting their personal goals. I would ask them to critique themselves during each game and find ways to improve on tactics and mechanics to bring in some autonomy. This somewhat ties into integrated. This is where the team would be able to set their own goals and integrate their own self reflections. If they have mastered this feeling, they\u2019re essentially in the intrinsic motivation portion. They\u2019ll need reassuring that they\u2019re in control of their own baseball careers.<\/p>\n

    Reeve, J. (2018). Understanding Motivation and Emotion. Ch. 5. (7th ed.). Wiley Global Education US. <\/span>https:\/\/bookshelf.vitalsource.com\/books\/9781119367659<\/span>Links to an external site.<\/span><\/span><\/a><\/p>\n


    <\/span><\/a><\/b><\/u><\/p>\n


    <\/span><\/a><\/b><\/u><\/p>\n


    \n<\/a>    Classmate 2 Initial Post:<\/span><\/a> Katelyn D.<\/b><\/u><\/p>\n

    \n

    Hi everyone, I hope you all have a great week!<\/p>\n

    The four different regulatory styles that fall under extrinsic motivation can represent different levels of control over behavior. External regulation is the lowest level of self-determination. Individuals are driven by external factors. The external factors may include a paycheck or verbal appreciation. Integrated regulation includes individuals who engage in what they are supposed to be doing by themselves. Identified regulations have people that participate due to reasons of something being important to them. Introjected regulation individuals need an external reward, but can also fuel their motivation with guilt and or feelings of shame.<\/p>\n

    During Michael Phelps\u2019 interview, I think he exhibited a level of intrinsic motivation. He is extremely dedicated to swimming, and even when he is put in a difficult situation he has enough intrinsic motivation to get it done, continue to train, and excel in the sport.<\/p>\n

    If I were assuming that I was an athletic coach having to promote movement along the continuum from amotivation to intrinsic motivation including fostering autonomy, competence, and relatedness which are key for psychological needs reflecting the Self-determination theory.<\/p>\n

    Amotivation, people have zero correlation with their actions and how it affects them. I would tell that individual what they could benefit from by engaging in the activity. With external regulation, individuals are motivated by external rewards. I can shift this focus from extrinsic rewards to intrinsic ones by communicating with them about how much they\u2019ve improved, providing feedback, and helping them set goals they can accomplish. Introjected regulation, individuals may feel pressured by internal sources. I will try my best to provide them with a positive attitude and encourage them. Identified regulation has people recognize how important the activity is. I can help my team by identifying what they need to work on. Intrinsic motivation people can normally start enjoying what they have to do while playing on the team.<\/p>\n

     <\/p>\n

    References<\/h2>\n

    Deci, E. L., & Ryan, R. M. (2000). The \u201cWhat\u201d and \u201cWhy\u201d of goal pursuits: Human needs and the self-determination of behavior. <\/span>Psychological Inquiry<\/em>, <\/span>11<\/em>(4), 227\u2013268. https:\/\/doi.org\/10.1207\/S15327965PLI1104_01<\/p>\n

    Intrinsic Motivation<\/em>. (n.d.). Changingminds.org. https:\/\/changingminds.org\/explanations\/theories\/intrinsic_motivation.htm<\/p>\n

    Michael Phelps Cannot Stand Losing<\/em>. (n.d.). Www.youtube.com. Retrieved April 3, 2024, from https:\/\/www.youtube.com\/watch?v=aWbqWw7kGGc<\/p>\n

    Nalipay, M. J. N., King, R. B., & Cai, Y. (2020). Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. <\/span>Journal of Adolescence<\/em>, <\/span>78<\/em>(1), 67\u201372. https:\/\/doi.org\/10.1016\/j.adolescence.2019.12.009<\/p>\n

    Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic motivations: Classic Definitions and New Directions. <\/span>Contemporary Educational Psychology<\/em>, <\/span>25<\/em>(1), 54\u201367. https:\/\/doi.org\/10.1006\/ceps.1999.1020<\/p>\n


    <\/b><\/u><\/p>\n


    <\/b><\/u><\/p>\n

    \nClassmate 3 Initial Post: Michelle D.
    <\/span><\/a><\/b><\/u><\/p>\n

    <\/p>\n

    <\/a><\/p>\n

    The reading on “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions” identifies different regulatory styles within extrinsic motivation, going from less to more self-determined: <\/p>\n

      \n
    1. External Regulation: Performing an activity to satisfy an external demand or to obtain a reward. Actions are controlled by external forces. <\/li>\n
    2. Introjected Regulation: Involves regulations that are taken in but not fully accepted as one’s own. Usually, it is performing an activity to avoid guilt or to attain pride. <\/li>\n
    3. Identified Regulation: Recognizing and accepting the personal value of a behavior. The activity is seen as important and willingly engaged on. <\/li>\n
    4. Integrated Regulation: It is the most autonomous form of extrinsic motivation, where regulations are fully assimilated with oneself. <\/li>\n<\/ol>\n

      Based on the different regulatory styles of motivation, I consider Michael Phelps was motivated by Integrated Regulation. He appears to engage in swimming not for external rewards but as a part of his identity. His commitment suggests that his motivation to swim and excel was fully assimilated into his self-concept, showing a high level of self-determination in his extrinsic motivation. <\/p>\n

      As a coach, promoting a shift from amotivation to more self-determined forms of motivation would involve several strategies: <\/p>\n